They think out loud. They hem and haw. They appear unsure of themselves.
You are going to be spending a lot of time telling students what to do and when to do it. However, if the students do not understand what you are saying, all your instructions are going to be meaningless. So, how do we make sure that we give instructions to our students that they will actually understand?
Giving instructions in the classroom Telling students what to do, who do not understand your language can be a ginormous challenge. There is no way around it, and the only way you get good at this, is with practice.
The thing to remember most, I think, is to be patient and not get angry with students who do not understand. There will be some students who do not follow because they are not paying attention, and you can discipline them accordingly, but there will also be students who listen to every word you say, and they still do not get it.
It is not from a lack of trying, they just simply do not understand your words, and that is okay. Try and take the time to explain again, simpler.
The best activity in the world can end up being a waste of time if the students do not understand what it is that they are supposed to do.
There are two simple rules to keep in mind when you are giving instructions, and they are: Instructions must be comprehensible to the students Instructions must be logical Before you start giving out your instructions, try and ask yourself these questions: What should the students do in order to successfully complete this activity?
What is the most important information that I am trying to convey? Which information should come first, which information should come last?
Immediately before starting an activity, after you have given instructions, a way to check the students understanding is by asking a couple of students to tell you, what you want them to do.
Another method is to have a couple of students demonstrate what you want them to do. When you are giving instructions to the students, make sure you are standing in the front of the room, facing the students and not the whiteboard, blackboard, window, computer or your phone.
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Speak out into the classroom with a slightly elevated voice to make sure they can all hear you. A teacher raising his voice means he is talking to everyone, and that everyone should be listening right now.
Try and give sequential instructions. If you have more than 6 steps for an activity or exercise, break it up into parts of two, do those two and explain the following two steps.
You can be guaranteed that when students get something in their hands, they will start examining it, so make sure they know WHAT to do with the things you give to them BEFORE you give it to them.
After you have explained the steps you want them to follow, always try to demonstrate it yourself. Show the students exactly what you want them to do, and they will get not only an auditory explanation but they can see, physically, what it is you are trying to make them do.
Again, if you are doing a game or an activity, do the first part with the students, even if it means solving the first exercise for them. Here, it is also a good idea to use the board to make examples.The Giving Tree, by Shel Silverstein, is a classic childhood book that illustrates the selfless act of unconditional giving which manifests as unconditional love, between a tree and a boy.
Giving by the tree, to the boy, begins in the boy's childhood and continues on until he is an old man. Begin with a topic sentence that names the topic and says the paragraph will give instructins about it.
Divide the instructions into a series of steps. For some topics, you will put the steps in order by time and use time-order transition signals to show the order.
Begin with a topic sentence that names the topic and says the paragraph will give instructins about it. Divide the instructions into a series of steps. For some topics, you will put the steps in order by time and use time-order transition signals to show the order.
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